Peers’ Instructional Interactions in Inclusive Classrooms: Slow Learner Students and Typical Students
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The purpose of this research was to determine the type and function of peers’ instructional interaction between slow learner students and typical students and the initial intervention function performed by the English teacher and special assistant teacher to both types of students in an English lesson in an inclusive classroom. Findings from this study indicate that the type of academic interaction is more common than the non-academic interaction, namely the interaction that helps slow learner students in overcoming difficulties especially in understanding the purpose of the task besides asking for explanation of the contents of the subject matter to the typical student. The conclusion of the peers’ instructional interaction function is to improve academic skills, social interaction, and strengthen friendship. The initial intervention function that teachers provide to students is to increase the quantity of peers’ instructional interactions, in order to complete academic and social tasks and make relationships more meaningful.
Keywords: Peers instructional interaction, Slow learner student, Typical student, Inclusive classroom